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Ocean Plastics Education Kit for Elementary School

Grades 3-6

Elementary, Middle

Description

The Ocean Plastic Education Kit provides a variety of lesson plans, activities and resources to bring ocean literacy into the elementary classroom to educate, equip and empower students to be ocean stewards. Through these activities, students will learn about the socio-economic and scientific factors contributing to the omnipresence of plastics and the environmental footprint of plastics. They will then acquire the skills, tools, and knowledge to break the plastic pattern and help protect and restore our ocean from plastic pollution.

The educator’s guidebook provides detailed guidance on how to conduct classroom activities and make curriculum connections. The resource includes several lessons for elementary-age students. Each lesson provides background information for teachers, a variety of videos, websites, guiding questions, reflection questions, workbook activities and opportunities to Take Action. The student workbook provided is complete with age-specific fun, interactive activities such as online games, collages, writing activities, and discussion/reflection questions to accompany each lesson.  

Each lesson follows the same format throughout the kit, with critical questions and reflections built into the activities section.

Lesson 1 – The History of Plastics

Lesson 2 – How Plastics Travel to the Ocean

Lesson 3 – Big or Small, Plastics Have a Huge Impact

Lesson 4 – Plastics at the Wheel, Driving Through Ocean Currents

Lesson 5 – Plastics and Climate Change, A Never Ending Cycle

Lesson 6 – Cleanup Your Shoreline for a Cleaner Ocean

These activities prepare students with the knowledge, tools, and skills needed to break their plastic pattern and become changemakers within their community. 

General Assessment

Strengths

  • Each lesson offers background information, links and teaching activities to engage students through a variety of approaches
  • The resource easy to implement and visually appealing 
  • Excellent quantity of resources to watch, visit or read as well as additional resources to support the learning
  • External links are up to date
  • The lesson design is very effective in connecting the learning to the students lives

Weaknesses

  • No strategies are suggested for students with learning difficulties
  • No assessment tools or rubrics are provided

Recommendation of how and where to use it

This resource is best suited for the elementary Science and Social Studies classroom to address outcomes related to ecosystems,  biodiversity and Indigenous Knowledge.  With its focus on the ocean, the resource could also be used on World Oceans Day in early June. The resource provides many opportunities to have discussions with the students about climate change, social justice and Indigenous Knowledge

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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        • Exploring connections strengthens our understandings of relationships to help us make meaning of the world.
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        • Exploring connections strengthens our understandings of relationships to help us make meaning of the world
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        • Science 4: The motions of Earth and the moon cause observable patterns that affect living and non-living system
      • Social Studies
        • Step 4Relevant matches
        • First Peoples and European Contact: The pursuit of valuable natural resources has played a key role in changing the land, people, and communities of Canada.
        • First peoples and European Contact: Interactions between First Peoples and Europeans lead to conflict and cooperation, which continues to shape Canada’s identity
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        • Science 5: Multicellular organisms have organ systems that enable them to survive and interact within their environment.
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        • Life Systems: Diversity of Living Things
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        • Global Issues and Governance: Economic self-interest can be a significant cause of conflict among peoples and governments.
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      • Science
        • Step 4Relevant matches
        • Science 3: Living things are diverse, can be grouped, and interact in their ecosystems
      • Social Studies
        • Step 4Relevant matches
        • Global Indigenous Peoples: Learning about indigenous peoples nurtures multicultural awareness and respect for diversity.
        • Global Indigenous Peoples:Indigenous societies throughout the world value the well-being of the self, the land, spirits, and ancestors
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: All living things sense and respond to their environment
        • Science 4: Matter has mass, takes up space, and can change phase
        • Science 4: The motion of Earth and the moon cause observable patterns that affect living and non - living things
      • Social Studies
        • Step 4Relevant matches
        • First Peoples and European Contact: The pursuit of valuable natural resources has played a key role in changing the land, people, and communities of Canada.
        • First peoples and European Contact: Interactions between First Peoples and Europeans lead to conflict and cooperation, which continues to shape Canada’s identity
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 5: Multicellular organisms have organ systems that enable them to survive and interact within their environment.
      • Social Studies
        • Step 4Relevant matches
        • Canadian Issues and Governance: Immigration and multiculturalism continue to shape Canadian society and identity.
        • Canadian Issues and Governance: Natural resources continue to shape the economy and identity of different regions of Canada.
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 6: Multicellular organisms rely on internal systems to survive, reproduce, and interact with their environment.
      • Social Studies
        • Step 4Relevant matches
        • Global Issues and Governance: Economic self-interest can be a significant cause of conflict among peoples and governments.

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Ecosystems (2)

  • Appreciating the Natural World
  • Biodiversity

Human Rights (1)

  • Social Justice

Indigenous Knowledge (1)

  • TEK -- Traditional Ecological Knowledge

Waste Management (1)

  • Rethink, Reduce, Reuse, Recycle

Water (1)

  • Marine Environments

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

The resource provides critical and guiding questions in parallel with engaging activities informed by Western Science and Traditional Knowledge. The activities provide many opportunities to discuss the different perspectives and approaches of Traditional Knowledge in comparison to the western world in an age-appropriate manner. The resource follows the overarching theme of interconnectedness, integrating decolonization practices with scientific conservation and Indigenous knowledge.

Throughout the lessons, students also consider their role in mitigating plastic pollution and consider the different perspectives on these issues.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Satisfactory

The issue of plastics in the oceans has economic, environmental, and social implications. The exploration of these dimensions is beyond the objectives of this resource. The lesson plans and activities support the environmental dimension by helping students understand the positive environmental impacts of removing plastic pollution from the ocean. Teachers could easily discuss the economic costs linked to clean-up operations, litter removal, reduced fishing catches, and a decline in coastal tourism and impact on related industries. Social costs include a potential reduction in the recreational values of the marine environment. Plastic pollution poses a threat to human health and impacts animals and ecosystems in our oceans.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good

The dynamic of economic and social factors that have given rise to the mass production and demand for plastic products and the complex problems these factors have created for the environment are addressed. Plastic and other forms of pollution are ending up in our marine life, making its way into the food chain. When plastic is in the food chain, it ends up in our bodies when we eat fish and other seafood. 

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Very Good

Each lesson ends with ways to take action. Students are encouraged to become change makers within their community. The resource aims to empower students through active approaches and creative problem solving that address individual or smaller-scale behavioral change, but also through actions that can positively influence large systemic issues.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Very Good

Through journaling in their thought books, students explore their connection to the concepts covered in the lessons. They are encouraged to write, draw, and get creative. Through this reflection students consider their role in mitigating plastic pollution and consider various perspectives on these issues.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Good

The resource emphasizes that plastic pollution harms Indigenous communities and is infiltrating the natural ecosystems that sustain their traditional way of life. The resource follows the overarching theme of interconnectedness, integrating decolonization practices with scientific conservation and Indigenous knowledge. The thought book component prompts students to journal on interconnectedness and consider its connection to each lesson’s focus. Through reflection, students will consider their role in decolonization and how Indigenous peoples are fighting to sustain and cultivate their Traditional Ecological Knowledge in the face of many other environmental pressures.

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Very Good

The videos do an excellent job of revealing the impact of plastics on our oceans in such a way as to encourage a personal connection to the natural world. Students get outdoors to find plastic waste in the schoolyard or surrounding area. They are invited to organize or participate in a Shoreline, Schoolyard or Community Cleanup.  Shoreline cleanups are a valuable tool for environmental remediation and conservation. They directly address the issue of plastic pollution by contributing to the physical removal of litter from an environment which has the potential to transport it anywhere in the world. Whether it be on the shoreline of a river, stream, lake, ocean, or any other waterway, shoreline cleanups are effective in preventing plastic pollution from continuing its journey and harming wildlife. 

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Very Good

Students are encouraged to become change makers within their community. Activities such as taking students outside to collect litter from the school yard and surrounding area are suggested. They are invited to organize or participate in a Shoreline, Schoolyard or Community Cleanup.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Very Good

Plastic and other forms of pollution are ending up in our marine life, making their way into the food chain. Plastic in the food chain ends up in our bodies when we eat fish and other seafood. The videos and activities provide an understanding of the history and composition of plastics. Individual action must be coupled with systemic change, so the resource aims to engage students through active approaches and creative problem-solving. Through these lessons, students are encouraged to become leaders of change – starting in the classroom.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

Students are encouraged to share their opinions throughout the lessons during discussions, reflections in their journal entries, and action projects. Each lesson has critical questions and reflections built into the activities.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good
  • Science
  • Social Studies 
  • Art

Although this resource is developed with a focus on aligning to the BC curriculum, there exists a lot of overlap across provincial curricula and lesson activities possess room for interpretation so different curriculum objectives can be met, making this resource applicable throughout Canada.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory

Each lesson offers ways to take action to work towards a solution and invites teachers and students to create their own. Teachers are provided with critical/guiding questions at the beginning of each lesson. The Thoughtbook activities do provide reflection questions/problems to solve such as How could we stop plastic from entering the ocean?

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

The resource suggests a variety of instructional strategies such as journals, reflections, viewing videos, drawing, creating posters, investigation sheet, and numerous hands-on action opportunities.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Very Good

One activity has students get outdoors to record the different types of garbage observed and collected during the garbage clean up and record the information on a data card.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Good

Students participate in small group activities such as choosing an ocean animal affected by plastics and filling out an animal investigation worksheet or poster. They also participate in large group activities such as a schoolyard clean-up.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Satisfactory

There are no explicit tools for assessment provided.  Teachers could use the reflective journal pieces for assessing student learning as well as posters/ presentations students completed in some of the other activities.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Good

With the information they researched, students create a poster style sheet, by drawing an animal of their choice that is labeled (name of animal, type of animal),their prey, their predators, and impacts of plastic on the animal. Students present their animal investigation to the class and discuss the impacts of plastic on their animal and its habitat.

Students are also invited to take the pledge to reduce their plastic footprint. The resource suggests they talk to someone they know about the pledge to see if they can inspire action in others around them.

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Good

The videos provide information regarding how water within the different oceans moves across waterways, carrying animals, plants, nutrients, and unfortunately, plastic. Students will also contemplate the ongoing impact that plastic pollution and related environmental issues have on Indigenous populations around the world. 

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Good

Each lesson ends with ways to take action but the resource invites educators and students to create their own actions. Suggestions such as What are some steps students can take to help reduce plastic pollution/litter in their school? are found throughout the resource.

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

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